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Social-Emotional Development
| Term | Definition |
|---|---|
| how we relate to others depends on | Communication skills Motor skills Emotional regulation Temperament Sensory perceptual skills Cognitive skills |
| social emotional development | Need to be safe Development of the ability to... Express & regulate emotions Form close & secure relationships Explore one's env & learn |
| bottom up social emotional processes | Regulation & attention Engagement & relating Purposeful emotional interactions Shared social problem solving First to be developed |
| top down social emotional processes | Symbols, words, & ideas Emotional thinking & building bridges between ideas Emerges as children develop |
| social cognitive abilities | Language comprehension Hypothesis formation Inferences from non-verbal behavior Social rule comprehension Perspective taking |
| social perception vs. self concept | Ability to attend to or receive & make sense of verbal & non verbal info in one's social env. vs. Identity, description of who one is. Includes experiences, personal attributes, roles, values |
| emotions | Mental state Occurs in present Consists of neurobiological arousal, perceptual cognitive processes, subjective experience, affective expression |
| perspective taking development 3-6 years vs. 4-9 years | Know self & others have different thoughts and feelings vs. Know perspectives differ because people have access to diff information |
| perspective taking development 10-15 years vs. 14years-adult | Can step into another's shoes, view themselves as others do vs. Understand that 3rd person's view is influenced by personal, social, cultural contexts |
| double empathy problem | Social communication of neurotypical is the norm, autistic people are not Neurotypical give up on fixing social communication breakdown more often, yet burden is on the autistic |
| self esteem vs. self efficacy | Evaluation of one's worth vs. Belief in one's ability/ capacity to perform a task/ achieve a goal |
| self esteem in childhood (6-11) vs. adolescence (12-18) | Start to measure competencies & skills in relation to others. Need to consider reference group. vs. May have drop in self esteem, often in girls. Perception of competence, independence, ability to take responsibility will foster |
| sources of self-esteem/ self-efficacy | Match between ability & demands Assimilate views of significant others Eval against own standards Comparison groups Vicarious experiences Past performance |
| temperament | Speed & intensity of emotional reactivity Ability to modify/ self regulate intensity & duration of emotional experience Easy, difficult, slow-to-warm-up |
| emotional regulation | Development of ability to maintain a well regulated emotional state to cope w/ everyday stress Staying in the window of tolerance during time of distress |
| emotional dysregulation | Arousal state doesn't match the context of our environment & we are unable to adapt |
| development of emotional regulation | Prenatal-maternal stress associated with deficits Infancy- gaze, self sucking, proximity Toddler- relationship w/ caregivers, use objects Children- capable of voluntary cntrl of emotion, attention shift, inhibition Teens- cont. dev |
| intrinsic vs. extrinsic factors of emotional regulation | Temperament, cog processes, neuro/ physiological functions vs. Parents, caregivers, siblings, peers, cultural context |
| impact of emotional regulation on OP | Controlling anger Self calming in response arousal Recover from disappointment/ hurt Respond to feelings of others Express emotions Persisting w/ task Cope w/ stress |
| student level intervention | Task analysis to provide strategies Support strategies for regulation Modify activities for child |
| working with families | Neurodivergence in broader family Intersectionality Conflicting sensory needs Parent coaching vs. direct therapy Why isn't it working |
| OT role in children's mental health | Common diagnoses & related OPI Ax Intervention Collab w/ community partners |
| functional implications of child's mental health | Delays in EF Emotional dysregulation Social cog differences Anxiety Insecure attachment style, interpersonal conflict, intergenerational patterns of dysfunction |
| general themes for ax & tx in MH | Milieu Safety & security Informal clinical observation OT group ax & tx Team approach Presentation variability |
| milieu | Milieu environment structured to be safe & support healing Containment, structure, support, involvement, validation Staff supervision, basic schedule, alt demanding & relaxing activities, co-regulation w/ staff |
| safety & security | Cues of safety provided through tone, facial expression, posture, non-verbals Neuroception is how NS evals risk subconsciously Provide consistent safe presence Cues may trigger neuroception |
| model of child engagement | Establish trust and safety Then consider regulation strategies Then work on participation |
| informal clinical observation vs. OT ax & tx groups | See child in multiple settings with multiple people vs. OT led activity focused groups designed to ax & tx around a goal Use model to guide |
| team approach | ADLs follow milieu schedule OT role vs. other team members Generalize and delegate Self regulation MSE |
| variability in presentation | Standardized ax should be used cautiously Better to combine multiple sources of information Consider family dynamics, environment, medication trials, regulation |
| intervention for top down vs. bottom up | Social skills Regulation Parent group Activity focused vs. Mindfulness Calming toolbox Parent-child |
| planning group tx | Choose participants & topic Consider size, content, criteria Outcome measures & self report measures Structure, rules, engagement, TUS |
| evidence based group tx considerations | Commercially available, research programs exist Fit within setting & needs 7-24 weeks 1-2 hours, 1-2x/ week 6:2-3 student:staff 3 year age span |
| DBT | Target emotional management, relationship building, decision making to help navigate emotional difficult situations Distress tolerance, mindfulness, dialectics, interpersonal effectiveness Can be used for older teens Can adapt |
| transition from tx | Share info w/ family & community partners Share strengths/ challenges based on ax and informal clinical observation Share recommendations Share accommodations & further growth |
| participation in community activities | Consider stigma Build on strengths & interests Consider groups, length, structure, supports Coach knowledge/ style Parents provide ongoing mentoring Use peers |
| role of OT in home/ community | Sensory, emotional, social, social emotional regulation Life skills Fine and gross motor skills Community engagement Parent education & coaching Interdisciplinary practice |
| role of OT in school | Sensory, emotional, social emotional regulation Fine and gross motor skills Life skills Task analysis & learning supports |
| ASD criteria | Persistent deficits in each of 3 areas of social communication & interaction 2 of 4 areas of restricted, repetitive behavior |
| social communication and social interaction- ASD | Social emotional reciprocity Non-verbal communicative behaviors Developing, maintaining, understanding relationships |
| restricted, repetitive patterns of behavior, interests | Stereotyped use of objects, mvmnts, speech Insistence on sameness, inflex adherence to routines Fixated interests of abnormal intensity Hyper/ hypo-reactivity to sensory input |
| motor skills & coordination- ASD | Poor tone, imitation ability, coordination, endurance, motor planning Apraxia Postural instability Clumsy Visuomotor coordination Poor balance |
| prevalence & diagnosis- ASD | More boys diagnosed 1/50 kids 2% of school aged kids Reliably diagnosed by 12-18 mo behavioral & developmental ax Multidisciplinary ax Parent report + observation |
| ASD co-occurring conditions | Intellectual disability, language disorder, ADHD, motor delay Sensory process Anxiety, depression, OCD Opposition, aggression Feeding, seizures, GI, sleep |
| autism constellation vs. theory of monotropism | Model reflects lack on linear spectrum How lack of support/ sustainable env can influence autistic people vs. Monotropic minds have attention pulled to smaller # of interests at any given time |
| BAPCO-DMAP | Increased attention & memory, preference for object world vs social world, increased nonconformity, diff in sensory & perception, systemizing Traits socially valued, disabling when traits are intense |
| neurodiversity | Diverse ways of thinking & being more valuable Neurodiversity- range of human neurological makeup Neurodivergent- descriptor of neurological difference |
| SCERTS model | Social communication Emotional regulation Transactional support- how others are interacting with the kid, use strategies to support child |
| SCERTS communication partner stages 1. social partner 2. language partner 3. conversation partner | 1. Pre-symbolic lang. Less than 3 words used w/ communicative intent 2. Use 3-100 words referentially & w/ communicative intent. Less than 20 combos 3. Use more than 100 words w/ intent. Use at least 20 combos |
| friendship & neurodiversity | Double empathy problem Wide variety of experiences- initiation uncertainty, unpredictable play, sensory environment, intense interest in 1 friend, develop play schema, friendship on shared interests |
Created by:
craftycats_
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